A Descriptive Study of Behavioural Group Parent Training: A Suggested Sample For Families of Disabled Children

The ultimate purpose of the education is to bring up kids to become productive, self-sufficient and independently-functioning individuals in the society. In this situation, this can be done through parent training programs presented systematically. Parent training programs should be planned by focusing on the number of people participating in the program, the environment in which the program takes place and the objective of the program. Considering the number of the people participating in the program, parent training programs can be organized in group and one-to-one education. Before the sessions regarding parent training programs for the group are planned, parents’ needs and the objectives of the parent training program should be determined. After deciding the organization of the program in group or one-to-one, it is required that the objectives should be constructed, the teaching materials which will support the prepared plan should be developed and the teaching process should be written

SYSTEMATIC EXAMINATION OF POSTGRADUATE THESES CONDUCTED BETWEEN 2013-2023 ON SERVICES OFFERED TO FAMILIES IN THE FIELD OF SPECIAL EDUCATION:

This study aims to examine postgraduate works conducted in Turkey between 2013 and 2023, focusing on services offered to families in the field of special education. The research is designed as a systematic review to deeply examine the studies conducted on services offered to families in special education. A search was conducted using the keywords "Family education program, family education, special education family, and family in special education" in the YÖK Thesis Center database to access the studies within the scope of the research. Thirty-four studies were included in the screening. The findings indicate that the majority of the studies were published in 2021, conducted at the master's level, and preferred quantitative research methods. Moreover, it was found that mothers were the primary study group, most of the studies were conducted with families having children diagnosed with ASD, there were more studies aimed at providing communication skills, and the most common study was participation in the family education program

Sınıf Genelinde Olumlu Davranış Desteği Programı: Check-In/Check-Out Uygulaması

The Check-in/Check-out (CICO), developed as a Tier 2 intervention program within the scope of positive behavior support in the literature, is suggested for the students with unsatisfactory peer relationships as well as low academic achievement and problem behaviors. The aim of this study is to evaluate the effectiveness of the CICO program on active participation to lesson behavior of the students who display problem behaviors and have low academic achievement in the classroom. In this study, the behavior of the students’ effective participation to lessons was examined. Three 10-11 year-old secondary-school students participated in the study. Range-bound changing criterion design, which is one of the single subject experimental designs, was used throughout this study. The feedback gained from the teachers and the students indicated that the students improved in the behavior of effective participation to lessons. Social validity results are also consistent with the social relevance of the independent variable and the results of the study.Check-in/check-out (CICO) alanyazında olumlu davranış desteği kapsamında ikincil düzeyde sunulan, akranlarıyla problem yaşayan, problem davranışlarından dolayı akademik olarak başarısızlık gösteren öğrencilere destek vermek için hazırlanan bir önleme programıdır. Bu araştırmanın amacı, sınıf içinde problem davranış sergileyen ve bu problem davranışları nedeniyle akademik olarak başarısız olan öğrencilerin derse etkin katılım davranışları üzerinde, CICO’nun etkisini ortaya koymaktır. Bu amaç çerçevesinde öğrencilerin dersi etkin dinleme davranışları incelenmiştir. Çalışmaya ortaokula devam eden 10-11 yaşlarında üç öğrenci katılmıştır. Araştırmada tek denekli deneysel desenlerden aralıklı değişen ölçüt desenine yer verilmiştir. Öğretmenlerden ve öğrencilerden elde edilen bulgular öğrencilerin dersi etkin dinleme davranışlarında ilerleme gösterdiklerini ortaya koymuştur. Ayrıca çalışmanın bağımsız değişkeninin ve elde edilen sonuçların sosyal uygunluğu da sosyal geçerlik verileri ile belirtilmiştir

Sınıf Genelinde Olumlu Davranış Desteği Programı: Check-In/Check-Out Uygulaması

Check-in/check-out (CICO) alanyazında olumlu davranış desteğikapsamında ikincil düzeyde sunulan, akranlarıyla problemyaşayan, problem davranışlarından dolayı akademik olarakbaşarısızlık gösteren öğrencilere destek vermek için hazırlanan birönleme programıdır. Bu araştırmanın amacı, sınıf içinde problemdavranış sergileyen ve bu problem davranışları nedeniyleakademik olarak başarısız olan öğrencilerin derse etkin katılımdavranışları üzerinde, CICO’nun etkisini ortaya koymaktır. Buamaç çerçevesinde öğrencilerin dersi etkin dinleme davranışlarıincelenmiştir. Çalışmaya ortaokula devam eden 10-11 yaşlarındaüç öğrenci katılmıştır. Araştırmada tek denekli deneyseldesenlerden aralıklı değişen ölçüt desenine yer verilmiştir.Öğretmenlerden ve öğrencilerden elde edilen bulgular öğrencilerindersi etkin dinleme davranışlarında ilerleme gösterdiklerini ortayakoymuştur. Ayrıca çalışmanın bağımsız değişkeninin ve eldeedilen sonuçların sosyal uygunluğu da sosyal geçerlik verileri ilebelirtilmiştir

Positive Behavior Support Program Throughout The Classroom: The Implementation of The Check-In/Check-Out Program

The Check-in/Check-out (CICO), developed as a Tier 2 intervention program within the scope of positive behavior support in the literature, is suggested for the students with unsatisfactory peer relationships as well as low academic achievement and problem behaviors. The aim of this study is to evaluate the effectiveness of the CICO program on active participation to lesson behavior of the students who display problem behaviors and have low academic achievement in the dassroom. In this study, the behavior of the students' effective participation to lessons was examined. Three 10-11 year-old secondary-school students participated in the study. Range-bound changing criterion design, which is one of the single subject experimental designs, was used throughout this study. The feedback gained from the teachers and the students indicated that the students improved in the behavior of effective participation to lessons. Social validity results are also consistent with the social relevance of the independent variable and the results of the study